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Consuelo Yamaguchi

​Welcome to the Hempstead ISD Bilingual, ESL, and Migrant Department!!!!

Bilingual ESL Handbook 2020-2021

¡¡¡ Bienvenidos a la página del Departamento Bilingüe, Inglés como segunda lengua (ESL) y Migrantes del Distrito Escolar Hempstead !!!

HISD Bilingual/ESL Vision Statement

Our vision is to create, monitor, and support learning environments for language development and academics by promoting positive intercultural attitudes.

HISD Bilingual/ESL Mission Statement

The mission of the HISD Bilingual/ESL Department is to create, monitor, and support linguistic services using native language as a resource for our English Learners (ELs), also known as Emerging Bilingual students, and equip them with the tools to succeed.

HISD Bilingual/ESL Mission Statement

HISD Bilingual/ESL Department's beliefs are:

  • All students can learn multiple languages
  • All students can grow linguistically and academically
  • All HISD teachers and staff impact students
  • Positive cross-cultural attitudes strengthen our community

Linguistic Services

Research shows that bilingualism and biliteracy are desirable outcomes of schooling for all children leading to multicultural competence. There are linguistic, cognitive, and academic benefits from learning in and through two languages, and experts concluded that a child's native language is a resource instead of an interference (Escamilla & Hopewell, 2010). Bilingualism refers to using two communication systems, identity, personality, thinking, social organization, and culture. A child can become bilingual by acquiring two languages at the same time aged 0-5 (simultaneously) or through formal education and experiences (sequentially) learning one language later than the other after six years of age and with a well-established first language base (Escamilla & Hopewell, 2010; Baker, 2001). Most English Learners or Emergent Bilinguals in Hempstead ISD are simultaneous bilingual learners.

Children acquire a second language through input made comprehensible or understandable by the context, in meaningful situations, and slightly more advanced than their current level (Krashen, 2009). Hempstead ISD promotes English language acquisition through the sheltered instruction model, making content comprehensible, and developing English proficiency and sociocultural awareness (Echevarria, Vogt & Short, 2016).

Dual Language One-Way

The Texas Education Code (TEC) defines a dual language one-way program (DL1) as "A bilingual education program established by a school district shall be a full-time program of dual language instruction that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills." "The goal of one-way dual language immersion is for program participants to attain full proficiency in another language as well as in English. This model provides ongoing instruction in literacy and academic content in the student's primary language as well as in English, with at least half of the instruction delivered in the student's primary language for the duration of the program" (TEC) §29.051 -29.064.  Dual language programs promote academic development, language proficiency in two languages, and cross-cultural understanding (Freeman et al. 2018).

Hempstead ISD offers the dual-language one-way (DL1) program for elementary grades (PK-5th). Dual language promotes biliteracy and develops cross-language metalinguistic skills and strategies (Escamilla & Hopewell, 2010). This program is designed to consider the students' learning experiences and incorporate the students' cultural aspects. Students of limited English proficiency participate fully with English-speaking students in a general setting in subjects like art, music, and physical education. The program promotes initial mastery of literacy in the primary language, so the cognitive skills and strategies necessary to read can be fully developed, usually in grade K-3, where students learn "how to read." Starting in grade 3, students "read to learn" and comprehend more complex texts. Emergent bilinguals transfer their cognitive skills and strategies to the second language; in this case, English (Baker, 2001).

Our program is called one-way based on our demographic context, where only one language group (English Learners/Emergent Bilinguals) is being schooled through their two languages (Collier, 2004). A two-way program is when native English speakers and English Learners/Emergent Bilinguals share the learning environment.

 

A program of instruction in English as a Second Language (ESL) established by a school district shall be a program of intensive education in English from teachers trained to recognize and deal with language differences. Hempstead ISD offers ESL for eligible students PK-12.

ESL is an English instructional program that serves students identified as students of limited English proficiency by providing a full-time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction. It integrates English-as-a-second-language instruction with subject matter instruction, which focuses not only on learning a second language but using it as a medium to learn mathematics, science, social studies, or other academic subjects.

According to State guidance, exit to an all English program of instruction from ESL will occur not earlier than the end of first grade once the student meets reclassification criteria as English Proficient. Schools monitor the student's academic success for two years after reclassification through the Language Proficiency Assessment Committee (LPAC) process. 

Consuelo Yamaguchi

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